Compare Dobie Pre-Kindergarten School with Hamilton Park Pacesetter Magnet

Dobie Pre-Kindergarten School earned a State accountability rating of B (80-89). It scored 84 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education only.

On the other hand, Hamilton Park Pacesetter Magnet also earned a State accountability rating of B. The school posted 77 in student achievement, 88 in school progress, 80 in closing performance gaps and 86 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Hamilton Park Pacesetter Magnet's one out of seven distinction is in Science. Dobie Pre-Kindergarten School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Dobie Pre-Kindergarten School. They make up for 63.64% of student population, followed by African Americans (23.17%), Whites or Caucasians (7.33%), Asians (3.81%), Two or More Races (1.17%) and Native Americans (0.59%).

The student population at Hamilton Park Pacesetter Magnet is also predominantly by African Americans at 48.44%, followed by Hispanics (28.24%), Whites or Caucasians (15.11%), Asians (3.78%), Two or More Races (3.78%) and Native Americans (0.49%).

Based on household incomes, Dobie Pre-Kindergarten School’s economically disadvantaged students is significantly higher at 87.10% compared to 65.85% at Hamilton Park Pacesetter Magnet.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Dobie Pre-Kindergarten School has a significantly higher number of English Language Learners comprising 70.67% of its student population compared to 19.87% at Hamilton Park Pacesetter Magnet.

Dobie Pre-Kindergarten School has no gifted and talented student, while 21.70% are in the special education program, and bilingual students comprise 70.67% students. Hamilton Park Pacesetter Magnet 13.14% are in the special education program, 7.06% are in the gifted and talented program, and bilingual students comprise 19.70% students.

32 teachers employed at Dobie Pre-Kindergarten School have been teaching in the school for an average of about 6.8 years with individual teaching experience averaging 11.4 years. The 57 teachers at Hamilton Park Pacesetter Magnet have been serving the school for an average of 5.8 years with individual teaching experience averaging 9.3 years.

Of its teaching staff, Dobie Pre-Kindergarten School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including two beginning teachers. Hamilton Park Pacesetter Magnet has two teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 27 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Dobie Pre-Kindergarten School there are 32 female teachers and zero male teacher. Of its teaching staff, ten special education teachers are being assisted by 31 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.

At Hamilton Park Pacesetter Magnet there are 51 female teachers and five male teachers. Of its teaching staff, five special education teachers are being assisted by 19 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.